Blended Learning Toolkit | Using Technology to Enhance Literacy Instruction This Critical Issue was coauthored by Ann Holum, Ph.D., and Jan Gahala, M.A. Holum's doctoral work on the use of interactive media to improve children's story-understanding skills sparked her ongoing interest in integrating technologies in K-12 literacy settings; she currently is an independent educational consultant. Gahala is a technical specialist in NCREL's Communications department. ISSUE: Educational technology is nudging literacy instruction beyond its oral and print-based tradition to embrace online and electronic texts as well as multimedia. Although technology promises new ways to promote literacy, educators' reactions to it have been mixed. Overview | Goals | Action Options | Pitfalls | Different Viewpoints | Cases | Contacts | References OVERVIEW: Literacy instruction traditionally refers to the teaching of basic literacy skills—reading, writing, listening, and speaking. Edyth E. Research on Technology and Literacy The "Moving Target" Problem. Audiobooks. Word Processing.
5 Skills for Blended-Learning Teachers -- THE Journal Blended Learning | Viewpoint 5 Skills for Blended-Learning Teachers In the seventh installment of their monthly column, blended learning experts Michael B. Horn and Heather Staker outline the five skills that will increasingly be important for many teachers in the future. By Michael Horn, Heather Staker10/04/12 As more schools adopt blended-learning models, the role of the teacher is shifting. Although it is hard to generalize across the landscape of blended learning because of the rapid pace of innovation in the models, the differences between the models, and the continued changes in technology, there are five common skills that teachers will likely need to be successful in a blended-learning environment. 1) Comfort with 'Chaos' One of the biggest shifts in a blended-learning environment is often that students will be engaged in different activities and working on different concepts and skills. About the Authors Heather Staker is a senior education research fellow at Innosight Institute.
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